| 1. |
- Azasu, S, et al.
(author)
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CDIO in Africa
- 2019
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In: <em>Proceedings of the 15th International CDIO Conference</em>.
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Conference paper (peer-reviewed)
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| 2. |
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| 3. |
- Cronhjort, Mikael
(author)
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Aktivt lärande genom Flipped Classroom?
- 2016
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In: Proceedings från 5:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar. ; , s. 8-9
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Conference paper (peer-reviewed)
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| 4. |
- Cronhjort, Mikael, PhD, 1965-, et al.
(author)
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Avstånd med olika metriker
- 2021
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In: Nämnaren. - Göteborg : Nationellt Centrum för Matematikutbildning. - 0348-2723. ; :1, s. 44-50
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Journal article (pop. science, debate, etc.)abstract
- Författarna beskriver en lektion om avståndsberäkningar med olika metrikersom de tror att kan vara inspirerande både för elever och matematiklärare pågymnasiet. Lektionen utvecklades i ett samarbete mellan fem lärare underKleindagarna i januari 2020.
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| 5. |
- Cronhjort, Mikael, et al.
(author)
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Can Peer Instruction in calculus improve student learning?
- 2013
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In: Proceedings of the 9th International CDIO Conference<em></em>. - Cambridge, Massachusetts, USA : CDIO.
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Conference paper (peer-reviewed)abstract
- We report on an experiment in which we used Peer Instruction instead of traditional lectures in a Calculus course for beginning engineering students at KTH Royal Institute of Technology. In order to enable evaluation in a controlled experiment setting, we kept the rest of the course – text book, tutorials and examination – unchanged. The student’s pre-knowledge was measured by a diagnostic test, and their post-knowledge was measured by the written exam of the course. Our data indicate that the Peer Instruction group learned more than the control group, who had traditional lectures. In questionnaires at the beginning of the course and at the end, we asked for the students’ perceptions of Peer Instruction as teaching method and if they had found it useful as a tool for learning calculus. The answers show that the students appreciated being more active and motivated with Peer Instruction, but also that they found the method challenging and somewhat frustrating. A major problem was that the textbook was difficult to read in advance.
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| 6. |
- Cronhjort, Mikael, 1965-, et al.
(author)
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Civilingenjör och lärare – ett bidrag till hållbar ingenjörsutbildning
- 2017
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Conference paper (peer-reviewed)abstract
- Vi har studerat hur kombinationsutbildningen Civilingenjör och lärare på KTH bidrar till att avhjälpa lärarbristen och därigenom bidrar till en hållbar ingenjörsutbildning. Studien bygger på data från enkäter och intervjuer med programmets alumner. Enkätmaterialet visar att cirka 30% av alumnerna arbetar i gymnasieskolan, 60% i näringslivet och 10% med övrigt, exempelvis i organisationer eller på universitet. Alumnerna anser sig vara gynnade på arbetsmarknaden. De har ett starkt självförtroende och en mycket positiv bild av den egna kompetensen.
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| 7. |
- Cronhjort, Mikael, et al.
(author)
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Competences developed in a double degree programme : Master of science in engineering and in education
- 2017
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In: INTED2017. - : IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT. - 9788461784912 ; , s. 1762-1767
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Conference paper (peer-reviewed)abstract
- Since 2002 there has been a double degree programme in Stockholm, Sweden thanks to a joint venture between KTH Royal Institute of Technology and Stockholm University. After five years of studying, which is the stipulated time for the teacher programme and engineering programmes in general, the graduates become engineers and teachers. By choosing this programme the graduates have the option of two professions during their careers. At present Sweden is in desperate need of more teachers in maths, science, and technology. These career options also offer flexibility when the number of teenagers decreases, or companies have to downsize. Sceptics might fear that this programme could lead to less competence, due to less time spent on specialising within the subjects of engineering, but according to Trevelyan most engineers spend more time on human interaction than on design and calculus [1]. Thus, studies in education can provide engineers with additional useful competence. Previous studies on double degree programmes have mainly focused on organizational problems, except for Wimshurst & Manning who mapped students' ongoing experiences when they combined a degree in criminology with degrees in other disciplines. These students complained about disjoint courses instead of joint discourses [2]. The aim of our study is to map and analyse: 1 how alumni evaluate this programme in retrospect, and 2 how they describe their present competences. Accordingly, 49 alumni answered a questionnaire in June 2016; and 15 of these respondents were selected for a tape recorded interview face to face. These alumni graduated from the programme 2-9 years ago. The data were coded according to principles of Grounded Theory [3]. In retrospect these alumni do appreciate the programme. Most respondents comment on the merits of maths learnt at KTH, though only a minority of engineers use higher maths as a practical tool. On the other hand, maths serves as a prototype for problem solving in general. Studies and training in leadership, learning theories and communication offer important tools for most engineers. Alumni employed as teachers claim that they are more well-prepared to teach maths, science, and technology than other teachers, partly because they can illustrate phenomena by giving examples from other realities than the school context. Alumni's descriptions of their present competence illuminate various combinations of engineering and educational skills. When data were coded three main categories emerged: material, processual and functional. Finally, the core category was formulated as follows: The programme matches new needs in present working life, i.e. that expertise knowledge is communicated to various kinds of recipients. The programme does not primarily reproduce labour, but rather support alumni in creating niches for themselves by pushing, widening and going beyond previous professional roles in working life. Conclusion: The double degree programme provides labour market with competent teachers and with communicative engineers. This is important in our era, when working life is partly transforming from standardized production into flexible knowledge processing.
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| 8. |
- Cronhjort, Mikael, PhD, 1965-, et al.
(author)
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Double degree programmes in engineering and education : Two cases from swedish technical universities
- 2020
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In: Technical Universities. - Cham : Springer Nature. ; , s. 211-225
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Book chapter (peer-reviewed)abstract
- Some technical universities offer programmes where students receive two degrees: one in engineering and one in education. This is a rather novel phenomenon that occurs in, for example, Sweden, Finland, Germany, Greece, and Israel. Degree programmes in education challenge the boundaries of what technical universities have regarded as their sphere of interest. We investigated two such programmes in Sweden, at KTH Royal Institute of Technology and Chalmers University, to study the reasons for offering these programmes and how competence has been built in this field. We also explored whether the programmes are given in cooperation with other partners and where in the organisation they belong. We investigated these questions by analysing documents and interviewing people who were involved as initiators or programme directors. Key motivations for introducing the programmes were found to be ambitions related to long-term student recruitment, by focusing on teachers and the teaching profession. One ambition that we identified was to improve mobility between engineering and teaching, in both directions. Other ambitions included increasing future teachers’ subject knowledge, and improving integration of different parts within teacher education to make it more holistic. The significance of the engineering context and the self-image of the technical university are discussed.
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| 9. |
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| 10. |
- Cronhjort, Mikael, et al.
(author)
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DOUBLE DEGREES : HITS AND PITS FOR THE CAREERS
- 2017
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In: INTED2017. - : IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT. - 9788461784912 ; , s. 4302-4309
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Conference paper (peer-reviewed)abstract
- Most of the programmes at KTH Royal Institute of Technology are engineering programmes with traditional contents, but some are norm-breaking innovations, created to respond to changes or demands perceived in society or in working life. One example is the double degree programme Master of Science in Engineering and in Education, given in cooperation with Stockholm University. In this programme students get two degrees, one in engineering and one in education as teachers for the upper secondary school. This is a rather unusual concept in Sweden and Europe, but similar programmes exist in Gothenburg, Sweden, and in Tampere, Finland. Graduates from Master of Science in Engineering and in Education have several career options. Their engineering degrees are characterised by much Mathematics and Pedagogics, but also contain a specialisation in Physics, Chemistry or Technology/Computer Science. Besides working as engineers, graduates can work as teachers in the upper secondary school. It is a challenge for students in these double degree programmes to develop two professional identities [1]. Similar identity problems also exist for scientists who later add a second career as teacher, but they focus on one career at a time, which could make it easier [2]. In this study we focus on how alumni from Master of Science in Engineering and in Education describe their working tasks and careers, and how they perceive their success on the job market. Data were gathered by means of questionnaires and interviews. The development of the careers was addressed in a web questionnaire, sent out in the spring 2016 to alumni who graduated 2-9 years ago (49 respondents). To get more details, we invited 17 of the respondents to follow up interviews. The programme exit survey, given to all graduates within 12 months from their graduation, provides a picture of the introduction to working life (106 respondents). Preliminary results indicate that a little more than half of the graduates work in business, about 30% work as teachers, and about 10% are employed at universities. 2-9 years later, only a slightly higher percentage seems to have been working as teachers. About 10% of the alumni seem to have been working as engineers as well as teachers, and about 20% with education in another context than school. More than 50% of the respondents think that they have been favoured on the job market by having studied this particular double degree programme. About 40% express that they have been neither or both disadvantaged and favoured, and about 10% think that they have been disadvantaged. Some express that they were more favoured on the job market for teachers than on the job market for engineers. The interviews provide details about the introduction to working life. Those who work as teachers seem to have a busy first year. They perceive that their subject knowledge is appreciated and many have additional responsibilities as e.g. scheduler, head of department, or for the learning management system. When applying for jobs in engineering, many find it challenging to explain their qualifications to an employer. Especially outside of Stockholm, few employers seem to have knowledge of the programme and of double degrees in engineering and in education. Many respondents seem to find the first year as an engineer to be a soft start, but some data indicate that they may advance rapidly towards more difficult challenges and responsibilities.
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